The methodology of Shatalov, an eminent teacher of the USSR, is based on the assertion that any schoolchild is taught, regardless of their skills and abilities. Participants in the educational process are equal and interact with each other. Victor Fedorovich radically revised the teacherâs relationship with students, the knowledge assessment system, homework and the structure of the lesson.
Briefly about the author and his achievements
In 2017, Viktor Fedorovich celebrated his ninetieth birthday. He devoted his whole life to teaching. Teaching mathematics at school, Viktor Fedorovich sought to optimize the learning process as much as possible. His teaching experience is sixty-three years, and fifty of them he is engaged in the study and improvement of teaching. The first experiment was successful. The school program was mastered by students two years earlier than the usual course.
The methodology of the teacher Shatalov was first introduced to a wide audience in November 1971 in Komsomolskaya Pravda. She was a huge success in the teaching community. However, after the collapse of the Soviet Union, the experiment was closed.
In 2000, a school began working in Moscow according to the Shatalov methodology, in which children and adults from different cities are still studying. In addition, Viktor Pavlovich is the author of more than fifty books, and his audio and video courses are very popular with both teachers and students.
Currently, Viktor Pavlovich lives and works in Donetsk. He leads a course of lectures on pedagogical skills. The Shatalovâs methodology was most widely used in mathematics lessons, however, innovative educators successfully implement the methodology for teaching other disciplines. Of particular benefit are the lessons on the methodology of Viktor Fedorovich for primary school students.
The essence of the technique
The essence of Shatalovâs methodology is phased management of the educational process. Victor Fedorovich created a certain algorithm that is successfully applicable to absolutely any subject studied and does not depend on the age group and level of training of students.
Shatalovâs teaching methodology is based on several principles. Firstly, Viktor Fedorovich claims that all children are trained. There is no division into weak and strong, trained and not. Secondly, a mandatory requirement for a teacher is a respectful and friendly attitude towards the student. According to Shatalovâs methodology, all students are equal, although this does not exclude an individual approach to each.
In addition, Viktor Fedorovich revised the grading system. There are no bad grades in his methodological system. This principle of Shatalovâs methodology in primary school is especially important. The child learns to correct his mistakes and control his progress. And collective knowledge develops among first-graders such important qualities as sociability, responsiveness and mutual assistance.
In developing his methodological system, Viktor Fedorovich places emphasis on the education of young children, as a person receives the main development precisely in the first eleven years of his life.
Reference signals
The main distinguishing feature of the Shatalov technique is the use of reference signals. Various signals act as such signals, causing associations with the material studied. It follows that the technique is based on the development and active use of associative thinking and visual memory. When creating reference signals, the following principles apply:
1. The signal should be extremely concise. The simpler and more understandable the signal, the easier it is to remember and play it.
2. Structuring the signal helps to systematize the material and highlight the main element. Structures can be achieved using symbols: arrows, blocks, lines.
3. Semantic accents. The important is highlighted in color, font and other ways.
4. The signals are combined into autonomous units.
5. The signal is associative and capable of evoking intelligible images.
6. The signal is simple, it is easy to reproduce.
7. The signal is visual, color highlighting is possible.
To develop a group of signals, it is necessary to carefully study the taught material, highlight key points, that is, get rid of âwaterâ. Key points need to be outlined, observing the order and the relationship between them. Next, you should convert them into signal symbols, observing the above requirements. The signals are combined into blocks, the connections between them are indicated using graphic and color techniques.
Reference notes
After creating the signals, the teacher develops a supporting synopsis. Reference signals are the key points of the topic being studied. They are formulated in an abstract, which is a clear structured diagram or model.
There are detailed instructions for creating reference signals and abstracts, the use of which helps to apply the Shatalov technique in the lessons of the Russian language and literature, in creativity and in the natural sciences.
Abstract acts as a kind of "cheat sheet". Volumetric material is presented on the abstract sheet with the help of symbols, abbreviations, graphic images and signs. It is logical to assume that memorizing an interesting colorful pattern is much easier than memorizing an entire textbook. For the teacher, using abstracts is also very convenient. The test of knowledge includes the repetition of the student's abstract. Moreover, the teacher does not correct the errors found in the student's abstract, but merely gives an assessment. The studentâs task is to find the error himself. In this case, the game aspect is used, which undoubtedly increases the interest in learning.
Explain and state
These are the first three stages in the methodology of teaching Shatalov. Initially, the teacher expands on the topic. The task of the teacher is not only to explain the material in detail, but also to interest the students. That is, it is required to present the studied material with the use of images, causing emotional associations. The task of the teacher at this stage is to raise students' questions that help to reveal the topic being studied.
At the second stage, the studied material is offered to students in the form of an abstract. To better remember the voluminous material, the teacher reduces it to an information poster.
The poster is a reference summary, consisting of structured reference signals. The teacher explains the meaning of a reference signal and their relationship with each other. The study and memorization of reference signals by students consists of the third stage of Shatalovâs technique in the classroom.
Once again, the importance of using correctly formulated reference signals should be noted. Practice shows that the signals that are developed by the teacher directly for a given topic and for a given group of students, rather than borrowed from past experience, are most effective. This is the only way to take into account the individual characteristics of students.
For primary school students, the first three stages are most important. At these stages, the teacher lays the foundation for memorizing and mastering the topic. Therefore, it is so important to create the most memorable reference signals. To remember them, the student must be interested in them.
Mastering the topic
At the fourth stage, students at home independently explore the compendium. It is interesting that the term âhomeworkâ is not characteristic of Shatalovâs teaching methods at school. The teacher suggests doing homework for the student. There is a fundamental difference in this. Homework is a set of specific exercises that you need to do on your own during the study of the topic. The student decides whether to do it in one day or to stretch it for the entire period of studying the material, start it at the last moment or do it before the lesson. Using this method of Shatalovâs technique in elementary school, children from an early age develop self-organization ability.
After independent study of the material, the student in the next lesson reproduces the reference summary and answers the teacher's questions on the reference signals. This is the fifth and sixth stages and the next significant difference of the school according to the Shatalov method. In this situation, students have no fear of uncertainty: âThey will ask, they will not ask?â Each student in each lesson answers questions on the material studied. And it is the student who determines the degree of his preparation. And the rest of the students are actively involved in this process. Thus, the answer at the board turns into a collective discussion. For the student, this reduces the fear of one answer on the topic being studied, since he knows that classmates will help him if necessary. But at the same time, the student is trying to cope with the answer at the blackboard on his own, without resorting to anyone's help.
Repeated repetition
In his methodological system Shatalov actively uses all kinds of repetition methods at different levels. Without repeated repetition, it is impossible to achieve a clear understanding and assimilation of the material studied. Moreover, as Viktor Pavlovich notes, it is necessary to use various repetition techniques in order to avoid mechanical memorization.
In the lessons held under the Shatalov program, information is given not in paragraphs, but in large blocks. This saves a lot of time. A significant part of this time is spent on repetition. At each lesson, the teacher invites students to recall material previously covered. This happens using creative, productive, and reproductive learning activities.
Reproductive repetition is characterized by the actualization of theoretical knowledge. With a productive repetition, a generalization of the studied material occurs. Creative lessons are lessons of open thoughts that imply a creative understanding of the material learned. Repetition is based on supporting abstracts. The teacher keeps records on repeated topics, thus systematizing this process.
âWhere and how did the triples disappearâ
For his pedagogical and scientific activities, Viktor Fedorovich wrote more than sixty books. One of them is the book âWhere and how the deuces disappearedâ. It addresses the issues of optimizing lesson time, the relationship between teacher and student, and knowledge control. The system for assessing knowledge according to the Shatalov methodology is fundamentally different from the usual school system. The most important principle of his system is an open perspective. This means that the student can always correct his poor mark. Two, according to Shatalov, do not motivate, but rather oppress the student, depriving him of the desire to learn. This axiom is best understood by primary school teachers. They deal with a subtle child psyche that poor grades can easily hurt. The child should not be afraid to make mistakes and always be able to correct them.
Knowledge is maintained through an open statement. This is a large sheet to which every student has free access. Low marks are put in pencil. When a student corrects his mistakes, increases the level of knowledge, his mark in the statement also increases. This is the most important factor in the method of Shatalov. When the student received a deuce or three, and the teacher noted this in a journal and diary, the student is upset and depressed, but cannot fix anything. The mark obtained is a fait accompli. This significantly reduces the desire for knowledge.
âLearning is victorious!â
In 1956, the first practical studies of the Shatalov methodology took place in the lessons of mathematics, physics and astronomy. Since then, the technique has improved and developed. But the basic principles of training according to Shatalov remained unshakable. The main one is openness. The teacher communicates openly and respectfully with students, their relationship can be compared with the relationship between colleagues. A primary school teacher is both a patron and a friend for a student. The student in this case feels calm and confident. He is not afraid to make a mistake, not afraid to seem stupid.
Equal relations develop between students. There are no honors and doubles. Everyone is able to get only good grades. Students develop a sense of camaraderie. In the educational process, all students are constantly involved. When one of them answers, the others listen and are ready to help their comrade if necessary. In addition, the teacher creates an atmosphere of friendliness. There is no competition between students. Having spent his first school years in such an atmosphere, the child will not become a future arrogant or selfish person.
Parents also participate in the learning process. The teacher must convey to parents the importance of creating a home of a favorable and calm environment. Parents do not scold for a bad assessment, they encourage and support the child, motivating them to get a higher score. They trust the child, believe in his abilities, which increases his level of self-esteem and self-confidence.
Benefits of using the technique
Obviously, the Shatalov methodology, used both in elementary school and in high school, has several advantages. Firstly, it is a significant time saver. By using abstracts, a large amount of information can be studied in a shorter period of time. Moreover, the quality of the knowledge gained does not suffer from this reduction.
Secondly, the new knowledge assessment system allows the student to independently control their performance, developing independence. A favorable atmosphere at home and at school significantly contributes to the growth of interest in learning. The use of reference signals and notes facilitates the learning process for the student and teacher.